We had a great brainstrom session on Friday! Thanks Devon for your great ideas using the Notebook software and Mette for completing the lesson plan outline. I found some of the things that we were looking for in the Guide to Effective Instruction re: Anchor Chart for Adding and also Instructional Strategies.
I e-mailed the details to you. Please let me know what you think!!
Oh yes, there is also the E-Workshop Website that has a video that we may wish to include. It is at http://www.eworkshop.on.ca/edu/core.cfm (Numeracy, Operational Sense)
Please find possible report card comments, an observation checklist and word problems below:
Please feel free to make changes!
REPORT CARD COMMENTS
• Can students add and subtract 2-digit numbers with and without regrouping?
(Understanding of Concepts, Application of Procedures)
Level 1
demonstrates a limited understanding of adding 2 digit numbers with regrouping, by selecting and applying a problem-solving strategy that may not be appropriate for the investigation and by using pictures, words, and/or diagrams with little clarity to describe addition concepts, reasoning, and processes of investigation.
.
Level 2
demonstrates a some understanding of adding 2 digit numbers with regrouping, by selecting and applying an appropriate problem-solving strategies and by using pictures, words, and/or diagrams with some clarity to describe addition concepts, reasoning, and processes of investigation.
.
Level 3
demonstrates a general understanding of adding 2 digit numbers with regrouping, by selecting and applying some appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly describe addition concepts, reasoning, and processes of investigation.
Level 4
demonstrates a thorough understanding of adding 2 digit numbers with
regrouping, by selecting and applying the most appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly and precisely describe addition concepts, reasoning, and processes of investigation.
.
Observation Checklist
The students will:
be able to use a range of flexible strategies to solve double-digit addition-perhaps we could add: with regrouping
Commutativity
Making Doubles
Using Known Facts
Making Tens
Counting On
Place Value
Applies Appropriate
Problem-solving Strategies
John
Peter
Sarah
Word Problems:
A.
Lisa has 11 stickers and Brandon has 19. -Picture clues can be added to List A Word Problems
How many do they have altogether? -Will all students be able to read List A Word Problems?
Ben had 48 marbles. He found 14 more. -Picture clues can be added to List A Word Problems
How many does he have now? -Will all students be able to read List A Word Problems?
In our class we have 28 blue socks -Picture clues can be added to List A Word Problems
and 13 brown socks. -Will all students be able to read List A Word Problems?
How many socks are there altogether?
On milk day our class has 15 white milk cartons -Picture clues can be added to List A Word Problems
and 10 chocolate milk cartons. -Will all students be able to read List A Word Problems?
What is the sum of the milk cartons?
B.
We had 24 goldfish in our tank and
then we got 26 more.
How many fish were in the tank?
Malik has 39 coins.
If he collects 25 more, how may will there be?
Kim made a necklace with 28 purple beads and 26 green beads.
How many beads were in the necklace?
C.
There are 27 girls in the Science Camp and
36 boys. How many children are there altogether?
In the art cupboard we counted 45 pieces of red paper,
56 pieces of blue paper and 10 pieces of yellow paper.
How many pieces in all?
Ben had 55 hockey cards. John had 67.
What is the sum of the cards?
Grade 2 Math
2-Digit Addition with Regrouping
Place Value Charts Lesson Focus
2-digit addition with regrouping on a Place Value Chart
Teaching Strategy
Modeling problem solving - teacher think aloud
Shared problem solving - students solving problems with teacher
- students solving problems together - use of manipulatives such as Place Value Chart and Base Ten Blocks
Rationale
Students have been learning strategies for addition in previous lessons. As a continuation of becoming numerically competent, they will need to learn to regroup when using larger numbers.
Assessment
Observing the students communicating/verbalizing addition with regrouping using the Place Value Chart strategy.
Prior Knowledge
Prior to this lesson students need to:
• have effective counting strategies
• be able to combine and partition numbers using single and double digit numbers
• understand place value
• have learned several addition strategies (
Curriculum Expectations
Math: Number Sense and Numeration
• solve problems involving the addition two-digit whole numbers, using a variety of strategies. (Overall) (2m10)
• solve problems involving the addition of two-digit numbers, with regrouping, using concrete materials (e.g., base ten materials, counters), student-generated algorithms, and standard algorithms;(Specific) (2m26)
Materials & Preparation
• Smartboard, projector, and laptop
• Create teacher-student generated anchor charts from previous lessons on “click and reveal” squares in Notebook software for the Smartboard.
• Have two word problems set up in Notebook software that have numbers and phrases that represent key information in a separate text box so that you can clone it and drag it down to the bottom of the screen.
• Create Place Value Chart in Notebook software for the Smartboard. -Guide to Effective Instruction (p.27 &28) suggest the following (should we begin here or continue with our original plan? • providing meaningful experiences with number lines and hundreds charts –experiences in which they use movement and patterns on the lines andcharts to represent addition • Base-ten blocks for students to manipulate during student pairing
• Ten word problem cards for student pairings. Word problems should be differentiated to reflect student needs.
This is the Notebook file for the lesson. Differentiation
Provide word problems at manageable reading levels of the pairs. Would you like to word problems altered? Assessment Before Teaching
The students will:
be able to use a range of flexible strategies to solve double-digit addition
Commutativity
Making Doubles
Using Known Facts
Making Tens
Counting On
Place Value
Applies Appropriate
Problem-solving Strategies
John
Peter
Sarah
Report Card Comment Level 1
Name demonstrates a limited understanding of adding 2 digit numbers with regrouping, by selecting and applying a problem-solving strategy that may not be appropriate for the investigation and by using pictures, words, and/or diagrams with little clarity to describe addition concepts, reasoning, and processes of investigation.
.
Level 2
Name demonstrates a some understanding of adding 2 digit numbers with regrouping, by selecting and applying an appropriate problem-solving strategies and by using pictures, words, and/or diagrams with some clarity to describe addition concepts, reasoning, and processes of investigation.
.
Level 3
Name demonstrates a general understanding of adding 2 digit numbers with regrouping, by selecting and applying some appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly describe addition concepts, reasoning, and processes of investigation.
Level 4
Name demonstrates a thorough understanding of adding 2 digit numbers with regrouping, by selecting and applying the most appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly and precisely describe addition concepts, reasoning, and processes of investigation.
Instruction MODELLED/SHARED LESSON
Before:
• Activate prior knowledge by engaging students in a discussion about addition strategies they have already learned.
• Have teacher-student generated anchor charts from previous lessons on “click and reveal” squares in Notebook software projected on the Smartboard.
During: • Modeled focus:
• Show the students the “Pizza Problem” on the Smartboard.
• Model how to solve the problem on the Smartboard using re-grouping. To show this on the Smartboard, have numbers and phrases that represent key information in a separate text box so that you can clone it and drag it down to the bottom of the screen. Model how to select key information to include in the Place Value Chart by dragging it from the word problem and then creating the numbers in the Place Value Chart.
•The key information to be cloned is
• Work on the problem by first representing the numbers in a Place Value Chart.
• On the Smartboard, model how to take the ones, count them and make them tens and ones.
• Model how to add the two numbers using a Place Value Chart to regroup.
• Shared focus:
• Using a second similar word problem, share the problem solving strategy of regrouping using a Place Value Chart with the students.
• Invite students up to the Smartboard to do aspects of working on the problem
• Invite students to also identify the key information that needs to be put into the Place Value Chart
• Student Pairing
• Students will work in pairs to solve other word problems.
• Circulate and record anecdotal observations as students work through the activity. Pay particular attention to how the students are regrouping. Have they identified the key information needed to solve the problem? Are they using the Place Value Chart properly? Conference with students who require assistance.
After
• Bring the students back together and discuss what was easy, and what was difficult for them.
• If any problems arose, ask how they solved their problem to arrive at the correct answer.
Hi Mette,
What a great lesson plan! Thank you for all of your hard work.
I made some possisble suggestion in red print and also changed some of my work to hopefully better reflect The Lesson Plan.
I had difficulty adding pictures to the word problem cards in the Wiki, but if the problems are alright I can make them in another program.
Have we included a graphic organizer, or is the Place Value Chart our graphic organizer?
Please feel free to make any comments or changes.
Just found the rubric below that could be used at a later stage:
Name:
Teacher:
Date Submitted:
Title of Work: _
Criteria
Points
4
3
2
1
Explanation
A complete response with a detailed explanation.
Good solid response with clear explanation.
Explanation is unclear.
Misses key points.
Use Of Visuals
Clear diagram or sketch with some detail.
Clear diagram or sketch.
Inappropriate or unclear diagram.
No diagram or sketch.
Mechanics
No math errors.
No major math errors or serious flaws in reasoning.
May be some serious math errors or flaws in reasoning.
Major math errors or serious flaws in reasoning.
Demonstrated Knowledge
Shows complete understanding of the questions, mathematical ideas, and processes.
Shows substantial understanding of the problem, ideas, and processes.
Response shows some understanding of the problem.
Response shows a complete lack of understanding for the problem.
• The opportunity to be able to reflect and refine.
• Putting a lesson in a different format from our usual manner
Technology
• Learning from peers about the technology
• Increased confidence and competence with the technology in students and teachers
Student Learning
Collaboration
Unexpected Learning
Carla Anderson - Central P.S.,
Devon Moore - Ken Danby P.S.,
Mette Millar - June Ave. P.S.
Hi,
We had a great brainstrom session on Friday! Thanks Devon for your great ideas using the Notebook software and Mette for completing the lesson plan outline. I found some of the things that we were looking for in the Guide to Effective Instruction re: Anchor Chart for Adding and also Instructional Strategies.
I e-mailed the details to you. Please let me know what you think!!
Oh yes, there is also the E-Workshop Website that has a video that we may wish to include. It is at http://www.eworkshop.on.ca/edu/core.cfm (Numeracy, Operational Sense)
Please find possible report card comments, an observation checklist and word problems below:
Please feel free to make changes!
REPORT CARD COMMENTS
• Can students add and subtract 2-digit numbers with and without regrouping?
(Understanding of Concepts, Application of Procedures)
Level 1
- demonstrates a limited understanding of adding 2 digit numbers with regrouping, by selecting and applying a problem-solving strategy that may not be appropriate for the investigation and by using pictures, words, and/or diagrams with little clarity to describe addition concepts, reasoning, and processes of investigation.
.Level 2
- demonstrates a some understanding of adding 2 digit numbers with regrouping, by selecting and applying an appropriate problem-solving strategies and by using pictures, words, and/or diagrams with some clarity to describe addition concepts, reasoning, and processes of investigation.
.Level 3
- demonstrates a general understanding of adding 2 digit numbers with regrouping, by selecting and applying some appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly describe addition concepts, reasoning, and processes of investigation.
Level 4- demonstrates a thorough understanding of adding 2 digit numbers with
regrouping, by selecting and applying the most appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly and precisely describe addition concepts, reasoning, and processes of investigation..
Observation Checklist
The students will:
be able to use a range of flexible strategies to solve double-digit addition-perhaps we could add: with regrouping
Problem-solving
Strategies
A.
Lisa has 11 stickers and Brandon has 19. -Picture clues can be added to List A Word Problems
How many do they have altogether? -Will all students be able to read List A Word Problems?
Ben had 48 marbles. He found 14 more. -Picture clues can be added to List A Word Problems
How many does he have now? -Will all students be able to read List A Word Problems?
In our class we have 28 blue socks -Picture clues can be added to List A Word Problems
and 13 brown socks. -Will all students be able to read List A Word Problems?
How many socks are there altogether?
On milk day our class has 15 white milk cartons -Picture clues can be added to List A Word Problems
and 10 chocolate milk cartons. -Will all students be able to read List A Word Problems?
What is the sum of the milk cartons?
B.
We had 24 goldfish in our tank and
then we got 26 more.
How many fish were in the tank?
Malik has 39 coins.
If he collects 25 more, how may will there be?
Kim made a necklace with 28 purple beads and 26 green beads.
How many beads were in the necklace?
C.
There are 27 girls in the Science Camp and
36 boys. How many children are there altogether?
In the art cupboard we counted 45 pieces of red paper,
56 pieces of blue paper and 10 pieces of yellow paper.
How many pieces in all?
Ben had 55 hockey cards. John had 67.
What is the sum of the cards?
Grade 2 Math
2-Digit Addition with Regrouping
Place Value Charts
Lesson Focus
2-digit addition with regrouping on a Place Value Chart
Teaching Strategy
Modeling problem solving - teacher think aloud
Shared problem solving - students solving problems with teacher
- students solving problems together
- use of manipulatives such as Place Value Chart and Base Ten Blocks
Rationale
Students have been learning strategies for addition in previous lessons. As a continuation of becoming numerically competent, they will need to learn to regroup when using larger numbers.
Assessment
Observing the students communicating/verbalizing addition with regrouping using the Place Value Chart strategy.
Prior Knowledge
Prior to this lesson students need to:
• have effective counting strategies
• be able to combine and partition numbers using single and double digit numbers
• understand place value
• have learned several addition strategies (
Curriculum Expectations
Math: Number Sense and Numeration
• solve problems involving the addition two-digit whole numbers, using a variety of strategies. (Overall) (2m10)
• solve problems involving the addition of two-digit numbers, with regrouping, using concrete materials (e.g., base ten materials, counters), student-generated algorithms, and standard algorithms;(Specific) (2m26)
Materials & Preparation
• Smartboard, projector, and laptop
• Create teacher-student generated anchor charts from previous lessons on “click and reveal” squares in Notebook software for the Smartboard.
• Have two word problems set up in Notebook software that have numbers and phrases that represent key information in a separate text box so that you can clone it and drag it down to the bottom of the screen.
• Create Place Value Chart in Notebook software for the Smartboard. -Guide to Effective Instruction (p.27 &28) suggest the following (should we begin here or continue with our original plan?
• providing meaningful experiences with number lines and hundreds charts –experiences in which they use movement and patterns on the lines andcharts to represent addition
• Base-ten blocks for students to manipulate during student pairing
• Ten word problem cards for student pairings. Word problems should be differentiated to reflect student needs.
Differentiation
Provide word problems at manageable reading levels of the pairs.
Would you like to word problems altered?
Assessment Before Teaching
The students will:
be able to use a range of flexible strategies to solve double-digit addition
Problem-solving
Strategies
Report Card Comment
Level 1
.
Level 2
- Name demonstrates a some understanding of adding 2 digit numbers with regrouping, by selecting and applying an appropriate problem-solving strategies and by using pictures, words, and/or diagrams with some clarity to describe addition concepts, reasoning, and processes of investigation.
.Level 3
- Name demonstrates a general understanding of adding 2 digit numbers with regrouping, by selecting and applying some appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly describe addition concepts, reasoning, and processes of investigation.
Level 4Instruction
MODELLED/SHARED LESSON
Before:
• Activate prior knowledge by engaging students in a discussion about addition strategies they have already learned.
• Have teacher-student generated anchor charts from previous lessons on “click and reveal” squares in Notebook software projected on the Smartboard.
During:
• Modeled focus:
• Show the students the “Pizza Problem” on the Smartboard.
• Model how to solve the problem on the Smartboard using re-grouping. To show this on the Smartboard, have numbers and phrases that represent key information in a separate text box so that you can clone it and drag it down to the bottom of the screen. Model how to select key information to include in the Place Value Chart by dragging it from the word problem and then creating the numbers in the Place Value Chart.
•The key information to be cloned is
• Work on the problem by first representing the numbers in a Place Value Chart.
• On the Smartboard, model how to take the ones, count them and make them tens and ones.
• Model how to add the two numbers using a Place Value Chart to regroup.
• Shared focus:
• Using a second similar word problem, share the problem solving strategy of regrouping using a Place Value Chart with the students.
• Invite students up to the Smartboard to do aspects of working on the problem
• Invite students to also identify the key information that needs to be put into the Place Value Chart
• Student Pairing
• Students will work in pairs to solve other word problems.
• Circulate and record anecdotal observations as students work through the activity. Pay particular attention to how the students are regrouping. Have they identified the key information needed to solve the problem? Are they using the Place Value Chart properly? Conference with students who require assistance.
After
• Bring the students back together and discuss what was easy, and what was difficult for them.
• If any problems arose, ask how they solved their problem to arrive at the correct answer.
Hi Mette,
What a great lesson plan! Thank you for all of your hard work.
I made some possisble suggestion in red print and also changed some of my work to hopefully better reflect The Lesson Plan.
I had difficulty adding pictures to the word problem cards in the Wiki, but if the problems are alright I can make them in another program.
Have we included a graphic organizer, or is the Place Value Chart our graphic organizer?
Please feel free to make any comments or changes.
Just found the rubric below that could be used at a later stage: